MEM 649

Educational Models, Paradigms

and Procedures
----------------------------------------------------
First Semester 2018 - 2019
----------------------------------------------------

Dr. Walter Galarosa

----------------------------------------------------
Section 1 – 1D
IDENTIFY PARTNERS OF
THE GOVERNMENT IN
DEFINING AND SETTING
EDUCATIONAL GOALS
SELINA A. ARANDELA
At the end of this training
participants are expected to:

•1.To identify the partners of the government

in defining and setting educational goals?
•To discuss the partners of the government
in defining and setting educational goals?
 “Individual commitment to a group
effort—that is what makes a team
work, a company work, a society work,
a civilization work.”
- Vince Lombardi

http://www.communityschools.org/assets/1/AssetManager/CommunityAndFamilyEngagement.pdf
A stakeholder is anyone who is involved in the
welfare and success of a school and its students,
including administrators, teachers, staff, students,
parents, community members, school board
members, city councilors and state representatives.
The right to education implies an entitlement of young people
to a demanding and challenging educational goals,
standards and targets set by these educational agencies, in
coordination with various education stakeholders in the
country. This gives the government the better charting of
educational goals in all levels of education. Partners of the
government in setting these goals, standards and targets
include partners and stakeholders, industry, professional
organizations, school administrators, parents, alumni and civic
social groups. They represent the wider education community
which makes a major contribution for a more professional
input in setting educational goals and foster a greater sense
of ownership and internal dynamism.
The budgetary constraint is one of the major hurdles of the
DepEd every year. The delivery of quality education is restricted
by funding allocation that is unable to match the annual
growth in pupil/student population. Consequently, schools
experience shortages in critical school resources such as
classrooms, teachers, desks, textbooks and other instructional
materials. Within this situation, the MTPDP stipulates that the
government’s primary strategy to help meet the such gaps is to
“harness the participation of all strategic partners - private
sector, NGOs, civil society groups, LGUs and other concerned
sectors” to meet the needs of basic education. Following is the
discussion on the government’s partners in the provision of
basic education in the Philippines.
 PRIVATE SCHOOLS
The private schools (sectarian and nonsectarian), which
operate upon obtaining government permit are considered
partners of the government. First, they provide for basic
education services to the families that can afford to pay.
And second, some of them are partners in the Education
Subcontracting Scheme (ESCS) and Education Voucher
Scheme (EVS).
 CIVIL SOCIETY
Civil society groups are recognized by the government as major
stakeholders in the nation's development. Corporate groups, NGOs, and
other civil society groups have been mobilized to assist in attaining and
sustaining equity and quality in public schools. The DepEd implements
important programs that involve civil society groups in the provision of
basic education in the 17 country. These groups usually pledge assistance
during fora and conferences anchored on the principle of corporate
social responsibility (CSR). Oftentimes, the DepEd Secretary identifies areas
where the assistance of the business sector is more needed during his
advocacy briefings. This kind of advocacy is reinforced by information
dissemination on the ongoing partnership between the government and
the business sector. Recently, pledges can be done online through the
DepEd website. Contributions for school infrastructure and other critical
resources.
 LOCAL GOVERNMENT UNITS (LGUS)
Another important partner of the national government in the provision
of basic education services are the LGUs. The national government has
been strategizing to increase the share of LGUs in providing critical resources
for basic education and to capitalize on their positional 20 advantage of
having a first hand knowledge of the needs of their localities and the
appropriate use of their Special Education Funds (SEF).
The LSBs’ primary task is the administration of the Special Education
Fund (SEF) sourced from one percent of the real property tax collected by
the local governments, with the aim of improving access to and quality of
education in the public schools. The SEF may be used for: (a) construction,
repair and maintenance of school buildings and other facilities of public
elementary and secondary schools; (b) establishment and maintenance of
extension classes where necessary; and (c) sports activities at the division,
district, municipal and barangay levels.
 DONORS AGENCIES
Foreign bilateral and multilateral donors also play a very important
and influential role in Philippine basic education. Consistent with the national
government’s priority, the bulk of official development assistance (ODA) for
education is channeled to basic education. The SBM, for example, was
piloted through Third Elementary Education Project (TEEP) funded by the
World Bank and Japan Bank for International Cooperation (JBIC). Another
ODA project that supports the decentralization of basic education
management is the Asian Development Bank (ADB)/ JBIC-funded
Secondary Education Development and Improvement Project (SEDIP) which
is an adaptation of TEEP in secondary education.
 To achieve our ambition we must work in
consultation and partnership with key stakeholders
and in particular with our agencies, other
Departments and their agencies. System-wide
performance monitoring will track progress against
Plans and ensure that timely remedial action is
taken. Performance indicators will be used to
benchmark policies and processes for each goal
against national and international best practice.
Four years after RA 9155 was enacted, the DepEd launched the School First Initiative
(SFI) 2005-2010. This aimed to accelerate and support the implementation and
operationalization of decentralized basic education management by empowering schools
and making them more accountable to learning outcomes measured as participation,
completion and achievement of several desired categories of educational results based
on the national curriculum. The SFI is basically a campaign program that seeks to address
the crisis in the system-wide performance in the past decades characterized by wide
resource gaps and high drop-out rates. It outlines areas of cooperation and synergy
among various basic education stakeholders. Examples are: (a) frontline instructional
leaders (school heads/ principals and supervisors) to cooperate with teachers, parents
and local governments to mobilize resources; (b) basic education managers (division
superintendents) to work with local government executives to provide leadership and
support to meet education standards at the provincial/ city level; and (c) parents and
their local governments to be involved and influence school governance by being active
in local school boards and in other local decision-making bodies concerned with basic
education.
School committees are important instruments for achieving
these goals, especially when they include not only parents but
also representatives of religious organizations, commercial
bodies, NGOs, and other groups.
The transformation leader should start by engaging
internal stakeholders within the government and
securing their buy-in. The higher government
authority, other ministries and their teams, and civil
servants within the ministry of education are all
internal stakeholders that are essential drivers of
education reforms.
“Differences of habit and
language are nothing at all if our
aims are identical and our hearts
are open.”
-J.K. Rowling
Reference
https://www.education.ie/en/Publications/Corporate-Reports/Strategy-
Statement/Action-Plan-for-Education-2017.pdf

http://www.familyschool.org.au/files/3013/8451/8364/Family-
school_partnerships_framework.pdf

https://www2.ed.gov/documents/family-community/partners-education.pdf

http://education.qld.gov.au/schools/parent-community-engagement-
framework/resources/pdf/parent-community-engagement-framework.pdf

http://unesdoc.unesco.org/images/0015/001555/155516e.pdf